SCIENCE 10

Unit 1: Earth and Space

Module 1:

Plate Tectonics
Submitted by:

______________________
Name of student & Section

Submitted to:
THELMA B. RUPUESTO
SCIENCE TEACHER
Name: ____________________________ Grade & Sec.:______________ Date: ___________
Unit 1: MODULE 1: Activity 1: Find the Center
Objective:
Locate the epicenter of an earthquake using the triangulation method.
Materials:
Hypothetical records of earthquake waves
Philippine map
drawing compass and ruler

Procedure:

1. Study the data showing the difference in the arrival time of P-wave and S-wave on three seismic
recording stations.

Time difference in the arrival

Recording Distance of epicenter
time of P-wave and S-wave
station from the station (km
(seconds)
Batangas 44.8
Puerto Princesa 32
Davao 38.4

2. Compute the distance of the epicenter from each of the stations using this formula:
d = Td x 100 km
8 seconds
Where: d = distance (km)
Td = time difference in the arrival time of P-wave and S-wave (seconds)
This formula is suited because 8 seconds is the interval between thetimes of arrival of the P-wave
and S-wave at a distance of 100 km.
3. Choose one of the recording stations and measure the computed distance on the map scale (the
scale of the map in Figure 3 is 1.5 cm: 200 km). Set your compass for that computed distance.

4. Center your compass on the station you have chosen. Draw a circle.

5. Repeat steps 3 and 4 for the rest of the stations. You should get three circles that intersect or
nearly intersect at a point. This intersection is the epicenter. (SEPARATE SHEET)

Q1. Where is the epicenter of this hypothetical earthquake?

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Q2. What difficulty will you encounter if you only have data from two recording stations?
(SEE Figure 4. Distance-time graph PAGE 10)
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Q3. What is the distance of the epicenter from the seismic station?
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Q4. What do you think is the importance of determining the epicenter of an earthquake?
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Name: ____________________________ Grade & Sec.:______________ Date: ___________

Unit 1: MODULE 1: Activity 2: Lets Mark the Boundaries

Objectives:
Describe the distribution of active volcanoes, earthquake epicenters, and major mountain
belts.
Determine the scientific basis for dividing the Lithospheric plates.

Materials:
Figure 5: Map of earthquake distribution
Figure 6: Map of active volcanoes of the world
Figure 7: Mountain ranges of the world
2 pieces plastic sheet used for book cover, same size as a book page
marking pens (two different colors)

Procedure:
1. Study Figure 5 Map of earthquake distribution: showing the earthquake distribution around
the world. Trace the approximate locations of several earthquake clusters using a marking
pen on one of the plastic sheets.

Q5. How are earthquakes distributed on the map?

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Q6. Where are they located?
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Q7. Where are there no earthquakes?
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Q8. Why is it important for us to identify areas which are prone toearthquakes?
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2. Study the map of active volcanoes in Figure 6.Map of active volcanoes

Q9. How are volcanoes distributed?
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Q10. Where are they located?
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Q11. Based on the map, mention a country that is unlikely to experiencea volcanic
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3. On the second plastic sheet, sketch the approximate locations of several volcanoes using a
marking pen.

4. Place the earthquake plastic sheet over the volcano plastic sheet.

Q12. Compare the location of majority of earthquake epicenters withthe location of volcanoes
around the world.
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5. Study Figure 7, the orange portions indicate mountain ranges of the world.

Q13. How will you relate the distribution of mountain ranges with thedistribution of earthquake
epicenters and volcanoes?
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6. Now that you have seen the location of volcanoes, mountain ranges, and majority of earthquake
epicenters, study Figure 2 on page 7, Map of Plate boundaries once more.

Q14. What do you think is the basis of scientists in dividing Earths lithosphere into several plates?
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Notes to Remember:
The places on Earth where most of the earthquakes originated or some mountains and volcanoes
were formed mark the boundaries of each lithospheric plate each plate is slowly moving relative to
each other, causing geologic events to happen along their boundaries.

Types of Plate Boundaries

1. Divergent boundary
plates move apart, creating a zone of tension.

2. Convergent plate boundary

two plates are moving toward each other

EX. Philippine plate and the Eurasian plate

3. Transform fault boundary

plates slide or grind past each other without diverging or converging

EX. San Andreas fault which is bounded by the North American plate and the
Pacific plate.
Name: ____________________________ Grade & Sec.:______________ Date: ___________

Unit 1: MODULE 1: Activity 3: Head-On Collision

Part A: Converging Continental Plate and Oceanic Plate

Objectives:
Explain the processes that occur along convergent boundaries.
Determine the consequences of colliding plates.

Procedure:
1. Study Figure 10 showing a cross-sectional diagram of plates that are converging, and answer the
questions that follow.

Figure 10.Cross-sectional diagram of converging continental and oceanic plates

Q15. What type of plate is Plate A? What about Plate B? Why do you say so?
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Q16. Describe what happens to Plate A as it collides with Plate B? Why?

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Q17. What do you think may happen to the leading edge of Plate A as it continues to move
downward? Why?
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Q18. What do you call this molten material?

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Q19. What is formed on top of Plate B?

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Q20. As the plates continue to grind against each other, what other geologic event could take
place?
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Name: ____________________________ Grade & Sec.:______________ Date: ___________
Unit 1: MODULE 1: Activity 3: Head-On Collision

Part B: Convergence of Two Oceanic Plates

Procedure:

1. Study Figure 11. It shows a cross-section of two converging oceanic plates.

2. Using your knowledge gained from the previous activity, identify the geologic events or
features resulting from this collision.

Figure 11. Cross-sectional diagram of converging oceanic plates

Q21. What are the geologic processes/events that will occur because of this plate movement?
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Q22. What geologic features might form at the surface of Plate A?

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Q23. If the edge of Plate A suddenly flicks upward, a large amount of water may be displaced.
What could be formed at the surface of the ocean?
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Notes to Remember:

When two continental plates converge, a collision zone is formed. Unlike the other two types
of convergent boundaries, subduction ceases for this particular type of convergence. No
trench, no volcano, and definitely no island arc are created during this process. Instead, what
is created is a large group of tall mountains called mountain range.
Name: ____________________________ Grade & Sec.:______________ Date: ___________
Unit 1: MODULE 1: Activity 3: Head-On Collision

Part C: Two Continental Plates Converging

Materials:
modeling clay
2 blocks of wood
paper

Procedure:
1. On a piece of paper, flatten the modeling clay with the palm of your hand.
2. Cut the clay into four strips; each strip should be 0.5 cm thick, 4 cm wide, and 12 cm long.
3. Put 4 strips one on top of the other.
4. Place a block of wood at each end of the clay strips and slowly push the two blocks together.
Observe what happens to the clay.

Q24. What happened to the strips of clay as they were pushed from opposite ends?

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Q25. If the strips of clay represent the Earths lithosphere, what do you think is formed in the
lithosphere?
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Q26. What other geologic event could take place with this type of plate movement aside from your
answer in Q25?
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Q27. In terms of the consequences on the Earths lithosphere, how will you differentiate this type of
convergent plate boundary with the other two?
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Name: ____________________________ Grade & Sec.:______________ Date: ___________

Unit 1: MODULE 1: Activity 4: Going Separate Ways

Objectives:
Explain the processes that occur along divergent boundaries.
Determine the results of plates that are moving apart.
Materials:
photographs of Rift Valleys and Oceanic Ridges
Procedure:
1. Analyze the photographs of rift valleys (topmost pictures) and oceanic ridges below, and
answer the questions that follow.

Figure 18.Rift valleys and oceanic ridges

Q28. What are common in the four pictures?

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Q29. Millions of years ago, the land masses in each picture were once connected. What do you think
is happening to the Earths crust inthose pictures?
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Q30. If this event continues for millions of years, what do you think will be the effect on the crust?
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Q31. Complete the drawing below to illustrate your answer in question number 30.

AT PRESENT

After millions of years

Name: ____________________________ Grade & Sec.:______________ Date: ___________

Unit 1: MODULE 1: Activity 5: Slide and Shake

Objective:
determine the effect of transform-fault boundary on the Earths crust.
Materials:
four blocks of wood: blocks 1 and 4 measures 5 cm x 5 cm x 10 cm
while blocks 2 and 3 measures 5 cm x 5 cm x 15 cm
two hook screws
sandpaper
Procedure:
1. Attach a hook screw on one end of Blocks 2 and 3.
2. Arrange the blocks as shown in the illustration below.
3. Place sandpaper on the side of the blocks where they all meet.
4. Slowly pull Blocks 2 and 3 on its hook screw to the direction indicated by the arrow. Observe the
motion of the blocks.

Q32. Were you able to pull the blocks of wood easily? Why or why not?
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Q33. What can you say about the relative motion of blocks 1 and 2? How about blocks 3 and 4?
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Q34. How will you describe the interaction between blocks 2 and 3 as you pull each block?
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Q35. What is the interaction between blocks 1 and 3? How about between blocks 2 and 4?
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Notes to Remember:

If the blocks of wood in Activity 6 were to represent the lithospheric plates,youwill notice that there were
two sets of divergent plate boundaries (betweenblocks 1 and 2, and blocks 3 and 4). But since the plates were
adjacent toeach other, a new type of boundary is manifested and that is the transform fault boundary.Most
transform faults join two segments of a mid-ocean ridge(represented by the gaps between 1 and 2, and between 3
and 4). Rememberthat the presence of a ridge is an indication of diverging plates, and as theplates diverge
between the two segments of the mid-ocean ridge, the adjacentslabs of crust are grinding past each other (blocks
2 and 3, blocks 1 and 3, andblocks 2 and 4).Although most transform faults are located within the ocean
basins,there are a few that cut through the continental crust. An example of this is the
San Andreas fault. The immediate concerns about transform fault boundaries are earthquake activities triggered
by movements along the fault system.

majority of tectonic
activities like earthquakes,
mountain formations, and
volcanic activities happen
along or near plate
boundaries.
Name: ____________________________ Grade & Sec.:______________ Date: ___________

Unit 1: MODULE 1: Activity 6: Drop It Like Its Hot Spot

Objective:
Relate hot spot with plate tectonics
Materials:
alcohol lamp bond paper (2 sheets)
test tube match
test tube holder water
Procedure:
1. Attach one end of the bond paper to the end of another bond paper.

2. Fill 3/4 of the test tube with water and heat it over an alcohol lamp.

3. While waiting for the water to boil, place the paper on top of the test tube. Be sure that the two
are in contact.

4. Once the water starts boiling and fumes are coming out, hold the paper in the same position for
the next 10 seconds.

5. After 10 seconds, move the bond paper very slowly and horizontally by 10 centimeters. See to it
that the paper and test tube are still in contact.

6. Repeat step 5 after another 10 seconds and observe.

Q36. What can you see on the surface of the bond paper?
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Q37. Lets say that the paper represents the Earths crust; what do you think is represented by the
water in the test tube?
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Q38. What geologic feature do you think will be formed at the surface of the crust?
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Q39. Which of the features, at the surface of the crust, will be the oldest? the youngest? Label these
on your paper.
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Q40. Which of the features will be the most active? The least active ? Label these on your paper.
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